CM Lesson 4 (mood boards)
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The document discusses mood boards, including their purpose and how to create them. It provides the following key points: - Mood boards are used to visually illustrate ideas and concepts for projects, such as identifying color schemes. - Any relevant assets can be included, such as colors, shapes, styles, photos, and fabrics. - The tasks are to create a slide defining what a mood board is without copying text, and to make a non-digital mood board using a range of relevant assets focused on a theme.
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Unit 301 - Lesson 10 - Make a Moodboard
The document provides instructions for creating a moodboard to help plan a movie. It defines key terms like moodboard, audience, purpose, and review. Students are tasked with creating a digital moodboard using images, text, video, and color schemes as inspiration for the movie. They are then asked to critically review their moodboard against the intended purpose and audience.
Moodboards Cover Lesson
The document discusses mood boards, including:
- Mood boards visually illustrate ideas and concepts for projects through relevant assets like color, shape, and style.
- Users are instructed to create a non-digital mood board about their favorite color and include images that relate to the color.
- Key terms are defined, like mood board, asset, and relevant.
- Tasks guide the creation of slides explaining mood boards and creating digital graphics mood boards for different media.
LO3 - Lesson 2 - Mood Boards
Mood boards are used to visually illustrate the direction of a new project. They can identify things like the color scheme and use any relevant assets such as colors, shapes, styles, photos, or fabrics. The lesson teaches how to select relevant assets and create a non-digital mood board in groups to clearly show an overall style matching a chosen theme.
LO3 - Lesson 1 - Mood Boards
Mood boards visually illustrate ideas and concepts by collecting relevant assets like photos, fabrics, and colors. They help generate concepts for a specific style. Mood boards can be created physically with pins on a board or digitally using design software. This lesson teaches how to understand the purpose of mood boards, know how to select suitable assets, and create an electronic mood board on the theme of Great Britain or the USA including flags, colors, landmarks, people, food, and brands.
Unit 201 - Lesson 7 - Make a Moodboard
This document provides instructions for creating a moodboard and reviewing it against a client brief. The goals are to create an effective moodboard that could help plan a movie and understand how to review the moodboard. Key words defined include moodboard, audience, purpose, and review. Learners are tasked with creating a digital moodboard for a movie using images, text, video, and color schemes, and then critically evaluating how well it fits the intended purpose.
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The document discusses visualisation diagrams, which are drawings created by hand or digitally to plan and show what a final product or design will look like. Visualisation diagrams are used to plan things like costumes, logos, posters, cars, and webpage layouts. The purpose of visualisation diagrams is to plan designs and layouts before creating the final product or image. The document provides examples of visualisation diagrams and tasks for students to create their own diagrams to demonstrate understanding of their purpose and construction.
LO1 - Lesson 13 - Feedback
This document provides information about different types of pre-production documents used in media production, including their purpose, use, content, and examples. It instructs students to match each document type with its purpose, use, and typical content. The document types are mood board, mind map, visualization, storyboard, and script. Students are then asked to use feedback on their previous work to improve their understanding and descriptions of these pre-production documents.
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The document provides instructions for creating a moodboard to help plan a movie. It defines key terms like moodboard, audience, purpose, and review. Students are tasked with creating a digital moodboard using images, text, video, and color schemes as inspiration for the movie. They are then asked to critically review their moodboard against the intended purpose and audience.
Moodboards Cover Lesson
The document discusses mood boards, including:
- Mood boards visually illustrate ideas and concepts for projects through relevant assets like color, shape, and style.
- Users are instructed to create a non-digital mood board about their favorite color and include images that relate to the color.
- Key terms are defined, like mood board, asset, and relevant.
- Tasks guide the creation of slides explaining mood boards and creating digital graphics mood boards for different media.
LO3 - Lesson 2 - Mood Boards
Mood boards are used to visually illustrate the direction of a new project. They can identify things like the color scheme and use any relevant assets such as colors, shapes, styles, photos, or fabrics. The lesson teaches how to select relevant assets and create a non-digital mood board in groups to clearly show an overall style matching a chosen theme.
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Mood boards visually illustrate ideas and concepts by collecting relevant assets like photos, fabrics, and colors. They help generate concepts for a specific style. Mood boards can be created physically with pins on a board or digitally using design software. This lesson teaches how to understand the purpose of mood boards, know how to select suitable assets, and create an electronic mood board on the theme of Great Britain or the USA including flags, colors, landmarks, people, food, and brands.
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This document provides instructions for creating a moodboard and reviewing it against a client brief. The goals are to create an effective moodboard that could help plan a movie and understand how to review the moodboard. Key words defined include moodboard, audience, purpose, and review. Learners are tasked with creating a digital moodboard for a movie using images, text, video, and color schemes, and then critically evaluating how well it fits the intended purpose.
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The document discusses visualisation diagrams, which are drawings created by hand or digitally to plan and show what a final product or design will look like. Visualisation diagrams are used to plan things like costumes, logos, posters, cars, and webpage layouts. The purpose of visualisation diagrams is to plan designs and layouts before creating the final product or image. The document provides examples of visualisation diagrams and tasks for students to create their own diagrams to demonstrate understanding of their purpose and construction.
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A visualisation diagram is a mock-up of an idea using images from the internet to represent the concept without focusing on design details. The document provides instructions for an assignment asking students to choose their best idea and produce two visualisation diagrams showing different versions of that idea to convey a sense of what the final product will look like. Evaluation criteria for a CD cover assignment are also listed, including representing a female artist or band while learning about feminism and stereotypes.
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This document discusses mood boards, providing goals and tasks related to understanding their purpose and identifying key features and styles. Mood boards are described as collages used to convey an overall theme through images, colors, and fabrics, and learners are tasked with finding examples of mood boards and explaining their content, style, and potential uses.
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VDIS10006 Restoration Interiors 1 Lecture 3: Concept Development
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Unit 1 Representation Exam Revision
1. The document provides guidance for revising skills needed for an exam on media representations. It contains two practice tests to help consolidate knowledge and skills in analyzing media features and writing exam answers.
2. The practice tests include questions that require identifying, explaining, comparing, analyzing, assessing, and evaluating how different techniques are used to create meaning in media texts. Model answers are provided to demonstrate the level of detail and use of concepts expected.
3. For each question, guidance is given on the command term being asked and the number of marks available. Key terms and theories are defined to help explain techniques like stereotyping and apply concepts to the questions.
Film and TV
This document provides an overview of key concepts in film and television studies. It outlines various textual and representation areas that are analyzed, such as language, technical elements, gender, age, social groups and ethnicity. It also summarizes several influential media theories, including those of Stuart Hall on encoding/decoding, Richard Dyer on stereotyping, and Laura Mulvey's concept of the male gaze. Finally, it lists different technical aspects of film and TV like mise en scene, sound, camera and editing, and provides links to additional resources on some of these topics.
Effects of Representations
Media representations can have both positive and negative effects on individuals, groups, and society. They can influence attitudes and behaviors through copycat behavior, education and information, socialization, objectification, and stereotypes. Representations can reinforce dominant ideologies but also potentially challenge them. The media is an effective vehicle for spreading dominant worldviews to wide audiences.
Dominant Ideologies Intro
Dominant ideologies in society include patriotism, family values, consumerism, religion, age, gender, class, and politics. The dominant ideology regarding women portrayed them in magazines as focused on beauty, appearance, and dieting in the 1900s-1950s and 1970s-now with an emphasis on slimness. Dominant ideologies are supported by the media like magazines, films, TV, music videos, advertisements, computer games, and newspapers to appeal to wide audiences and make people feel normal.
Constructing Representations (technical areas)
This document provides information and writing frames to analyze various media texts and how they construct representations that conform to dominant ideologies or genre expectations. It discusses analyzing film, TV, music videos, games, print media, and advertisements by referencing technical elements like mise-en-scene, camerawork, editing, sound, and layout and relating them to theories like the male gaze, stereotypes, reception theory, and moral panic. Sample writing frames are provided to demonstrate analyzing how meanings are created in specific texts through technical elements and applying relevant communication theories.
Baudrillard
Jean Baudrillard was a philosopher whose work analyzed how living in a postmodern, media-saturated environment shapes perceptions of reality. His concept of "simulacra" described how media representations of reality become exaggerated simulations that audiences may mistake for the real. Baudrillard argued that media coverage of events like wars presents a hyperreal version that distorts understanding of actual realities and priorities. His theories remain influential in analyzing how media constructs and influences perceptions of gender, sexuality, and current affairs.
Theory Continued
This document provides an overview of media representation theory and concepts for exam practice. It discusses key theories such as how media representations reflect the ideology and values of the producer. It also addresses how audiences can interpret representations in both passive and active ways and may be impacted both positively and negatively by media effects. Examples of potential impacts include copycat behavior, education, socialization, objectification, and reinforcement or challenging of dominant ideologies.
Basic Theories
This document provides an overview of media representation theory. It discusses key concepts from theorists such as Stuart Hall on encoding/decoding, Richard Dyer on stereotyping, and Laura Mulvey on the male gaze. Mulvey's theory suggests that media often sexualizes and objectifies women as objects of desire for a heterosexual male gaze through scopophilia, voyeurism, and exhibitionism. The document also covers audience effects theories, representation areas like gender and ethnicity, and technical elements of different media like film, advertising, gaming, and magazines.
Audience Positioning Unit 1 Representations
The document discusses how audiences are positioned when consuming media texts. It identifies several elements that help define audience positioning, including the camera position, mode of address, and whether the gaze is from a male or female perspective. It provides examples of different modes of address and the implied audience roles and relationships that result. The document also discusses reception theory and how audiences can have preferred, negotiated, or oppositional readings of media texts. It concludes by defining open, closed, and polysemic texts and how they allow for varying levels of interpretation.
Audience Positioning and Media Effects
The document provides guidance on how to structure essay responses to higher-level exam questions. It recommends starting with a short introduction to define key terms, planning the main points with references to theory and terminology, using examples from multiple media texts to illustrate each point, writing each point fully while being time-aware, and concluding by summarizing the key points and answering the question. It also provides an example question, marking criteria, and suggests choosing opposing newspaper representations of reality to analyze.
Target Audience
The document discusses how media producers define and categorize audiences. It explains that producers research audiences to learn about their age, gender, ethnicity, location and other attributes. This research informs how producers create media texts that will appeal to target audiences. The document also contains quizzes and tasks about defining audiences for different media products based on these demographic and psychographic factors.
Stranger Things Screen Shots
The document appears to be about the Netflix original series Stranger Things based on screenshots from the show. It seems to contain images from various scenes and episodes to showcase the characters, settings, and atmosphere of the science fiction/horror themed show about a group of friends who encounter mysterious supernatural forces and secret government experiments in a small town in 1980s Indiana.
Section B Revision Session
This document provides an overview of the exam focus and structure for Section B. Section B will focus on the TV shows Stranger Things and Deutschland 83 which students have studied. Question 4 will focus on theories of narrative/genre such as Propp's character types or Todorov's narrative theory. Question 5 will involve an in-depth analysis comparing and contrasting the two TV shows by looking at areas like representation, audience theory, or genre theory while drawing on theorists like Hall, Barthes, Neale. The document provides example structures for answering different questions and lists relevant media language and theories students could reference in their answers.
Section A Revision Session
This document provides revision materials for Section A of an exam focusing on analyzing representations in media texts. It outlines the key areas and texts that may be covered, including advertisements, music videos, and print media like The Big Issue. For advertisements, students are told to consider the brand/company history and identity, representations of people, places and ideologies, and how media language is used. For music videos, the summary highlights analyzing the artist history and audience reaction, representations, and use of media language. The document provides example texts that could come up and emphasizes representing 2 out of the given media forms will be examined.
Section A Revision: Media Messages
This document provides revision materials for Section A, including possible question areas and sample texts to revise. It discusses advertisement and music video texts that could be used. For advertisements, it notes to revise the brand/company history and identity, representations of people, places and ideologies, and how they relate to social, cultural, historical and political issues. For music videos, it similarly notes to revise the artist's history, representations, and how they relate to various issues. It then provides mark scheme points about how producers may use representations in videos to promote artists, including through performance, narrative elements, and eliciting value from the audience. Examples of specific video representations are also given.
Year 12 Mock Exam Overview
The mock exam will consist of two sections. Section A will focus on questions related to music videos and print advertisements, analyzing how they use media language and representations to sell to audiences. Section B will ask questions about one of the long-form TV drama case studies, relating it to theories of Steve Neale, Todorov, Propp, and Hall. Sample questions will analyze the music videos "Unfinished Sympathy" and "Titanium" or require explaining how one case study relates to the specified narrative and representation theories.
NEA Research and Planning Tasks
The document outlines several research and planning tasks to be completed in the next week for a Bauer research presentation. It includes researching background information on Bauer such as ownership, management, financials, media produced, and mission. Students are asked to provide examples of Bauer magazines and analyze typical style, genre, audience and aim. Additional tasks involve choosing three fashion websites, one from Bauer and two others, to screen shot, analyze layout/design, and upload to blogs. A target audience profile must also be created discussing demographic and psychographic factors with included guidance links.
Y12 Mock Exam Overview
This document provides an overview of a mock exam, outlining that it contains two sections. Section A does not provide any details, while Section B lists two songs: "Unfinished Sympathy" by Massive Attack and "Titanium" by David Guetta. The purpose of the mock exam is highlighted as to outline expectations for the exam.
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CM Lesson 4 (mood boards)
- 1. MOOD BOARDS
- 2. Lesson Goals Understand where mood boards are used in planning Know how to select relevant assets for a mood board Be able to create a non-digital mood board #relevant #assets
- 3. Mood Boards A mood board is used to visually illustrate the direction a new idea or concept for a project may take. This could be identifying something basic such as the colour scheme you intend to use for the final project. Any assets can be used as long as they are relevant in some way to the theme: Colour Shape Style #relevant #assets Understand the use of mood boards Create a non-digital mood board
- 9. Key Words Mood Board Asset Relevant Visually illustrate the direction a new idea or concept may take. An object or thing (often images) that can be used in a mood board. Something that is connected closely or appropriate for the theme.
- 10. Your Task Create a slide titled ‘What is a Mood Board?’ Explain what a mood board is and why they are used – DO NOT COPY AND PASTSE TEXT Include images to support you writing Understand the use of mood boards Create a non-digital mood board #relevant #assets
- 11. Your Task Create a mood board based on a certain colour making use of a range of relevant assets. Your mood board should clearly show an overall style that matches your theme. Your mood board will be scanned into your own folder and it may include things like: Photos Colours Fabrics Understand the use of mood boards Create a non-digital mood board #relevant #assets
- 12. Conventions of British Social Realism? Create a brainstorm detailing the conventions of British Social Realism. Top Tip: Google “conventions of British Social Realism” for help.
- 14. Your Task Using your brainstorm create a mood board based on the conventions of social realism. Understand the use of mood boards Create a non-digital mood board Basic Example
- 15. Extension Task: What is a Digital Graphic? In your own words explain what a digital graphic is and what their purpose is. Top Tip: Use the internet to help you but you must not copy and paste as you will in trouble for plagiarism.
- 16. Extension Task : Researching Digital Graphics Research and find examples to create mood board of digital graphics that belong to media companies: • Film • Music • Newspapers • TV • Radio • Online / Social Networking
Editor's Notes
- Source: http://www.flickr.com/photos/idoityourself/sets/72157620510571509/with/4088211853/